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Learning Role-Playing Game Scenario Design for Crisis Management Training: From Pedagogical Targets to Action Incentives: Volume II: Safety and Health, Slips, Trips and Falls
Abstract
Emergency and crisis management requires, from operatives and decision-makers, specific knowledge that cannot be acquired through theoretical course or real-life practice only [1]. Besides, developing practical exercises adapted for agents and their needs is even more difficult when the system where they operate is complex [2]. It is therefore necessary to develop such exercises according to both rigorous and flexible methodology.
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May 2018
Crises are key moments in companies’ lifetimes, especially for high risks industrial systems. The Expert’Crise project trains managers to manage crises through theoretical training and accident simulation exercises. The trainees’ performance during the exercise is a key factor in their learning process, which is completed by a debriefing. However, a detailed analysis is needed to understand what exactly happens between the managers inside the crisis room during the exercises. We have, therefore, developed a methodology, based on observations, in order to give feedback to managers and to suggest recommendations for improving emergency planning.
Les crises naturelles ou anthropiques récentes montrent la nécessité de former les gestionnaires de crises à réagir rapidement, sous stress et dans une position d’inconfort. Ce mémoire traite de la scénarisation des exercices de crise pour des exercices pratiques (fonctionnels, grandeur réelle et sur simulateur) impliquant une cellule de crise stratégique. L’état de l’art des méthodes de scénarisation a montré des lacunes dans l’accompagnement des scénaristes pour créer des scénarios pédagogiques et représentatifs d’une crise. Fort de ce constat, les travaux de recherche se sont orientés sur l’élaboration d’une méthode permettant de solliciter les compétences de gestion de crise à travers les scénarios d’exercices de crise. Pour reproduire la dynamique d’une crise dans les scénarios créés, une grille de lecture basée sur des caractéristiques spécifiques aux situations de crise et liée aux types de stimuli injectables dans un scénario a été appliquée à six crises passées. Parallèlement, l’étude des compétences des gestionnaires de crise a permis de créer une base de données d’objectifs de formation couplée aux stimuli.In fine, la méthodologie développe une démarche pas à pas permettant au scénariste de créer et positionner dans le scénario les stimuli nécessaires à la sollicitation des compétences à mobiliser pour différents profils de participants.Les scénarios sont ensuite vérifiés à travers des critères validant la scénarisation effectuée et le caractère pédagogique du scénario.La méthode de scénarisation a été testée pour un exercice fonctionnel et appliquée par plusieurs catégories de scénaristes qui ont validé son caractère opérationnel.
La gestion des crises et des situations d'urgence dans les industries à risques s'appuie sur une organisation spécifique qui se substitue au mode de fonctionnement normal des entreprises. Celle-ci exige, de la part du personnel qui la compose, des connaissances et compétences propres à la gestion de telles situations. Or la formation des gestionnaires et intervenants de crise ne peut s'appuyer uniquement sur une transmission de connaissances théoriques. Il est donc nécessaire d'intégrer, au programme des formations, des exercices de mise en situation dont la mise en oeuvre peut être longue et fastidieuse afin d'atteindre les objectifs pédagogiques fixés. Il est donc nécessaire d'en simplifier le développement et l'exploitation afin de les rendre plus abordables. A cette fin, il est intéressant d'identifier l'existence d'invariants entre les exercices afin de proposer un canevas de conception, d'animation et d'analyse plus efficient. La présente communication a pour objectif de rendre compte des premiers résultats relatifs aux invariants qui se dégagent d'exercices déjà réalisés au sein de cinq entreprises SEVESO en Belgique dans le cadre du projet Expert'Crise.
La gestion des crises et des situations d'urgence dans les industries à risques s'appuie sur une organisation spécifique qui se substitue au mode de fonctionnement normal des entreprises. Celle-ci exige, de la part du personnel qui la compose, des connaissances et compétences propres à la gestion de telles situations. Or la formation des gestionnaires et intervenants de crise ne peut s'appuyer uniquement sur une transmission de connaissances théoriques. Il est donc nécessaire d'intégrer, au programme des formations, des exercices de mise en situation dont la mise en oeuvre peut être longue et fastidieuse afin d'atteindre les objectifs pédagogiques fixés. Il est donc nécessaire d'en simplifier le développement et l'exploitation afin de les rendre plus abordables. A cette fin, il est intéressant d'identifier l'existence d'invariants entre les exercices afin de proposer un canevas de conception, d'animation et d'analyse plus efficient. La présente communication a pour objectif de rendre compte des premiers résultats relatifs aux invariants qui se dégagent d'exercices déjà réalisés au sein de cinq entreprises SEVESO en Belgique dans le cadre du projet Expert'Crise.
The organizers of crisis management exercises want scenario credible and pedagogical from the beginning until the end. For this reason, they call on an animation team that can use different communication channels. The aim of this article is to understand the different types of animation by analyzing the professional experience of the facilitators and the type of casting that can be done. Finally, a definition of four levels of animation is proposed. These levels are associated with different types of messages and rhythm settings. The main objective is to improve the execution of the scenario during a crisis management training.
Simulation exercises as a training tool for enhancing preparedness for emergency response are widely adopted in disaster management. This paper addresses current scenario design processes, proposes an alternative approach for simulation exercises and introduces a conceptual design of an adaptive scenario generator. Our work is based on a systematic literature review and observations made during TRIPLEX-2016 exercise in Farsund, Norway. The planning process and scenario selection of simulation exercises impact directly the effectiveness of intra-and interorganizational cooperation. However, collective learning goals are rarely addressed and most simulations are focused on institution-specific learning goals. Current scenario design processes are often inflexible and begin from scratch for each exercise. In our approach, we address both individual and collective learning goals and the demand to develop scenarios on different layers of organizational learning. Further, we propose a scenario generator that partly automates the scenario selection and adaptively responds to the exercise evolvement.
Manager must be prepared to cope with recent crises which are complex, unpredictable, and which need fast decision-making under stress. The improvement of crisis manager’s skills is mainly possible through training which requires efficient simulation scenarios. Scenarios are the chronological synopsis of events that occur during the exercises and which enable to call specific skills of trainees. The design of a crisis exercise scenario requires therefore respecting specific criteria in order to be in coherence with abilities and objectives of learners. Moreover, scenario must reproduce characteristics and effects of a crisis (like surprise or uncertainty). The design of a well-constructed scenario for crisis management exercise is therefore a challenge for instructors.
This paper deals with a new method created to help scenarists in the scenario design for crisis functional exercises. It means to make a simulated interactive exercise that tests the capability, the coordination, procedures and responsibilities of an organization to respond to an event as close to reality as possible.
The approach exposed in this paper proposes to review how a model can help in the design of a scenario by reproducing the main components that lead to a crisis. It proposes a transdisciplinary and innovative approach based on crisis management knowledge, dramaturgy (theater, movies) tools, and modeling derived from system engineering method.
First, the paper describes a review of existing methods and mainlines of crisis specificities. Then fundamentals of the method created are detailed. Afterwards, an analogy is made with dramaturgy in order to adapt its way to create scenarios to our specific application and to inject crisis particularities. Finally, on the basis of the previous steps, we propose to model the scenario design by means of systems engineering approach. The final objective is to develop a tool that generates automatically the story line of innovative scenarios.
Following Huizinga’s view, the play element of culture is emphasized. While playing, by means of rules, the par- ticipants in a game interact with one another to impact on the reference system. Thousands of simulation games are available that depict many different areas and pur- poses of use. The variety of the gaming landscape is illustrated by linking the various foci and areas of interest in one scheme. To see the wood for the trees, the generic model of games is presented, based on the three interconnected building blocks: actors, rules, and resources. I will point out that even if games have sim- ilar forms, their purpose, subject matter, content, con- text of use, and intended audience(s), may be very dif- ferent. A framework for constructing, deconstructing and classifying games emerges, based on the combination of the three building blocks with elements of a semiotic the- ory of gaming: syntax, semantics and pragmatics.
Serious games and environmental computer-based simulations can be useful training tools for people who have to act in emergencies. Currently, stakeholders who deal with crises have to make decisions under stress, for example in order to mitigate consequences or avoid negative impacts on high-stake elements.Many factors are critical in a training environment for ensuring that effective learning occurs, principally: experience improvement, engagement and immersion, and realism.This paper aims to identify the limits of existing learning systems for emergency stakeholders within a crisis cell and then to propose a set of recommendations in order to specify a system to improve the effectiveness of peoples' actions in case of a major crisis.The development of this approach requires the pooling of information concerning varied and multidisciplinary skills. The paper first focuses on the classical difficulties of crisis management, after which the notion of experience in decision-making is defined. The issue is studied from three points of view: the educational approach, the simulation system, and the training environment. The last section of this paper contributes to establishing a set of enhancements which can lead to the specification of simulation based learning systems for further development. More particularly, we specify the needed characteristics of our learning approach and teaching strategy. Finally, we propose a model with the main steps that have to be implemented in order to design a new learning system: a semi-virtual training environment for strategic crisis management.
Jennifer A Schmidt is associate professor of educational psychology at Northern Illinois University. She earned her PhD in psychology: human development from the University of Chicago, where she studied with Mihaly Csikszentmihalyi, the developer of the flow model. She is former research director of the Alfred P. Sloan Center on Parents, Children, and Work at the University of Chicago where she directed a study involving parents and children from 500 families across the United States. Her work to date has involved samples of children, adolescents, and adults. She has conducted research within the contexts of families, elementary schools, middle schools, and high schools. She has published numerous journal articles and book chapters in which she explores both the antecedents and consequences of engagement in classroom and extracurricular learning activities. She has co-authored with J. Hektner and M. Csikszentmihalyi the book, Experience Sampling Method: Measuring the Quality of Everyday Life (Sage Publications, 2007), a sourcebook for social and behavioral scientists studying human experience in everyday life. Her current work examines the subjective experiences of adolescents in various school-based and extracurricular learning contexts.
The ARAMIS European project started in January 2002. Its overall objective was to build up a new Accidental Risk Assessment Methodology for IndustrieS that combines the strengths of both deterministic and risk-based approaches. It was co-funded under the 5th EC Framework Programme and involved 15 partners from 10 European countries. Three years after, the objective is reached and the methodology is ready to be used. This paper intends to give a very general description of it and, above all, to show how it answers the needs of various stakeholders concerned by the safety of industrial plants. ARAMIS is divided into six major steps, which will be described shortly in this paper. They are detailed in several papers presented in the same SAFE 2005 conference by the main partners of the project. The potential end users of ARAMIS are mainly the industry, the competent authorities and the local authorities. If all of them have an interest in the same risk management process, their needs are slightly different. Their expectations are detailed and the way ARAMIS brings an answer is explained in this paper.
Anyone can master the fundamentals of game design - no technological expertise is necessary. The Art of Game Design: A Book of Lenses shows that the same basic principles of psychology that work for board games, card games and athletic games also are the keys to making top-quality videogames. Good game design happens when you view your game from many different perspectives, or lenses. While touring through the unusual territory that is game design, this book gives the reader one hundred of these lenses - one hundred sets of insightful questions to ask yourself that will help make your game better. These lenses are gathered from fields as diverse as psychology, architecture, music, visual design, film, software engineering, theme park design, mathematics, writing, puzzle design, and anthropology. Anyone who reads this book will be inspired to become a better game designer - and will understand how to do it.
To strengthen the motivation of learners, the professional training sector is focusing more and more on game-based learning. In this context, the authors have become interested in the design of Learning Role-Play Game (LRPG) scenarios. The aim of this article is to improve the designers’ confidence in the validity of the game-based learning programs developed by providing a methodology and tools to support their choices. The first stage of this work is the creation of a grid to describe LRPG scenarios. This grid will serve to support the design methodology, the collecting and sharing of LRPG scenarios and components, and the operationalization of the scenarios designed. First, this article details the purpose of the authors’ work. Then, it outlines the main characteristics of the description grid constructed mainly based on Klabbers’ work and on the study of game mechanics. Furthermore, applications of the description grid in a design-support environment are discussed and future work is presented.
Sumario: Normalité, perturbation, crise -- L'événement majeur, univers de la démesure -- Un phénomène de résonance entre l'événement et son contexte -- La crise, ou la perte de l'univers de référence -- Dynamique de crise -- Le désarroi du responsable -- Eviter la disqualification immédiate -- Des attitudes et des capacités pour avoir prise sur l'événement -- Conduire la crise -- Un socle de refus... et le temps des questions -- Engager etconduire l'apprentissage -- Conslusions: face à des crises inédites, des tournants à opérer
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